Music Should Not Be Cut From Schools Essay

As the final addition to this social issue, Laredo charter and public schools have become victims of this change in not implementing music into their curriculum. This issue particularly narrows its intended audience to the United Independent School District, and how the district is not doing an exceptional job in contributing to student’s performance in school. Students in class performance have suffered greatly, grades from exams are constantly failing, and greater budget cuts are being made to fix the problem in adding more mathematics, history, and science courses. Not only does this apply to elementary schools, but also middle schools, high schools, and even the college systems in Laredo being greatly affected. Authors Jamey Kelley and Steven

Throughout history music has played an important role in society, whether it was Mozart moving people with his newest opera or the latest album from the Beatles. Where would society be today without music? With schools cutting their music programs, the next Mozart may not get his chance to discover his amazing talent. Music programs are essential to education. To fully understand this one must understand how music helps the human body, why schools have cut music programs, and why people should learn music.

“And now, the act of a lifetime. Here to sing the National Anthem…. Wait, I have just been informed that she will be reciting the prime numbers instead. Here you go, Lady Numba.” He whispers to his co-worker, “I could have sworn her name was Lady Gaga. Oh, the cut arts programs. That makes sense.” Schools globally are having to cut music and arts programs because they don’t have enough fundings. Imagine band concerts, musicals, plays, or any performances in general being nonexistent. Critics argue that common core subjects are more important and offer better things to kids that the arts, but these programs should not be affected by budget cuts. They make an impact on the community and children thrive off of them more than the common core subjects.

Many schools around the country are cutting their music program because of budget cuts in their counties. The arts for some reason are always the first to be cut; apparently the school doesn’t think they are essential to their students learning. Schools try to focus on the more important academic classes because of the high testing standards they must now meet. (Nesoff 2003) This is not just happening in poor school districts it is happening in large districts across the country including magnet schools for the arts: “When Albert Margolis and his wife attended the final music program for their son's kindergarten class in May, they were shocked when a teacher stood up after the performance and

The vast variety available for music programs allows for them to be developed in such a way that they can exist almost completely cost free aside from standard classroom costs that are expected with all other subjects. Not only are these programs incredibly cost effective, but the benefits are tremendous. Though this begs the question of why the budgets are being cut for these music programs if they seem to be so completely positive. The fact of the matter is that most administration panels do not take music programs seriously, writing off their importance in favor of having more money to add to different areas of education. Steve McConnel, journalist for McClatchy Business Tribune stated, about the authority of school administrations, “Music may be at risk because of millions of dollars in education funding cuts. . .local school administrators have the ability to target music . . .to reduce spending” (McConnel). The administration of most school districts do not usually take the time to look at the way students feel about certain school operations before they make the decision to cut them, and this is precisely why music programs are suffering all across the nation, more specifically in areas of high poverty. Areas high in poverty tend to simultaneously be high in crime, and people in those areas

Much too often in America today, modern music and art programs in schools are perceived to many as extracurricular activities rather than important subjects that are vital to a students learning and skill development. The truth of the matter is that encouraging music and art education in public schools has a much larger impact on student’s grades, academic performance, and the economy than the majority people realize. Within the next year city school budgets will be dropping by twenty five percent, and despite the fact that music and art programs have been showing a dramatic contribution to student’s learning, this substantial drop in funding for the programs will lead to no dedicated money for art or music programs (Mezzacappa). There is

Silence. This is what many people would hear if they walked into just one of the many music halls in a school whom has cut their music program. Many schools across the nation are suffering from severe budget cuts, and sadly music is far too often the first on the list to go. Music in the American public school system is often a way for students to express themselves and develop a sense of pride and devotion by being a musician. Yet, music education has been proven to improve young students’ cognitive capabilities, music programs are still being cut from the curriculum in schools across the nation. Funding, nation testing standards, availability, and participation are major factors whether a program may or may not stay in American classrooms, which demonstrates America’s destructive need for results from students to be tangible at the expense of the enjoyment of students.

Art programs in schools across the nation are in danger of being diminished due to budget cuts and lack of funding. Due to budget cuts, “... schools have been relying more on private funds and patrons of the arts to provide creative outlets for students” (Hambek). Because art is deemed as less important than other core classes, budget cuts that have been put into place almost automatically go straight to cutting funds for art

In today’s school systems, art and music classes are not mandatory to be taught. This makes them very vulnerable to budget cuts in struggling schools. It is estimated that more than eighty percent of schools nationwide have experienced cuts to their budgets since 2008 (Metla). Every child in America deserves a complete education, and a complete education includes the arts. Due to budget cuts, many students do not receive instruction in art and music and therefore do not receive a full education. Music and art classes in schools are just as important as core classes and should not be subject to budget cuts.

Across the United States many elementary school music classrooms are filled with simple and popular tunes such as Hot Cross Buns and The Ode to Joy, played on the recorder, while high school students may be playing collegiate or professional pieces of music such as Armenian Dances and Carmen Suites. I have been very fortunate to have gone on the journey of progressing through different music education programs within Fairfax County Public Schools. If I was never exposed to music while in elementary school I might not have ever found one of my greatest passions or been able to create such fond and unforgettable memories. While music education programs across the country appear large and strong, many schools are beginning to experience budget reductions. As a result, music is often the very first component of a school 's curriculum or programs to be cut or significantly reduced, but I believe this is not the right course of action. It is important to preserve and promote music education in public schools because of the proven cognitive, character,and academic benefits for students.

Central Idea: The government should not cut music programs in public schools because they are beneficial to children, not only to their education, but also helps express themselves.

There are copious amounts of schools across the U.S who have dropped their music programs because of funding and academic issues. School districts that are losing funding find themselves desperately searching for alternatives to save money. (Bryant) They discover that the easiest and possibly best area to cut funding in is music because of the enormous amount of money that goes into the program for various essentials. The additional funds that aren’t being spent on instrument repairs or sheet music will be spent on areas that school districts believe require more monetary attention, such as mathematics and reading. (Fang) The idea at play is that cutting the music program will kill two birds with one stone. Other departments in the school that need more funding will gain

Research findings show that 21% of seniors in the class of 2004 have participated in school music ensembles, a decline of about 10% from 1982. Teenagers today enjoy listening to rap and pop songs rather than compositions by old men Tchaikovsky or Beethoven. Even if high school bands do not play classical music, there is a distinct difference between current music and band music. Also, teenagers today are exceedingly preoccupied with their studies, extracurricular activities, and jobs. Therefore, one usually has to decide which activity to focus on more or completely – sports or music, both activities that are equally time consuming. High school athlete participation has increased for the 24th consecutive year so far. Sadly, music does not prevail; there are not nearly as many student participants in high school music programs.

Many people believe that the arts, specifically music programs, hold no beneficial value to students other than for an extracurricular activity. Others believe that having these programs within our schools, only takes away from instructional time. However, research has shown that music education, and exposure to music in general, provides great benefits and values to the adolescents that are involved in said programs (“Music Matters”). Participation in music programs promotes the advancement of academic scores and sets students on the path to success later in life. Furthermore, these programs, be it instrumental or vocal, provide an outlet for adolescents to express themselves and have truly lasting implications on their global development. Notwithstanding all of the pleasure and self-confidence gained through participation in music programs, music education may provide important benefits towards students’ academics by improving their concentration levels and cultivating higher order thinking skills that may increase academic achievement.

Schools with music programs have a higher estimated graduation rate estimated at 90.2% and a higher attendance rate around 93.9% (11 Facts about Music Education 7). In comparison, schools without music programs; however, average a72.9% graduation and an 84.9% attendance (11 Facts about Music Education 7). Additionally, students who study art are four times more likely to be recognized for academic achievement and three times more likely to be awarded for school attendance than those who do not (11 Facts about Arts in Education 2). Despite the benefits of having a music and art program, they are often the first things to go when a school starts budget cuts. Due to, schools today focusing on four main core values: Math, Science, English, and History. Consequently, by focusing on these four main core values schools are crushing the creativity of students. Ken Robinson successfully argues this viewpoint in his TED Talk, “Do Schools Kill Creativity?” By enthralling the audience with humorous rhetorical questions, creating connections with the audience through logical and relatable examples, and by keeping a fairly concerned tone throughout his speech to convey the urgency of the issue at hand Robinson effectively and subtlety attacks the modern world’s education system while at the same time informing his audience how schools are squandering the creativity of their students